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English Language · B6

Term 3 · Week 2 · 1.50 credits · GHS 0.75

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Lesson Note - English Language

Shalom Special School

Weekly Lesson Plan

Basic 6 · Term 3

English Language

Lesson 1 of 1

Week Ending

Friday, 01 May 2026 Backdated

Week & Term

Week 2 · Term 3

Class Teacher

Richard Gyan Asiedu

Subject

English Language

Class

Basic 6

Class Size

—

Duration

45 mins

Week No.

Week 2

Strand

3. Grammar Usage at Word and Phrase Levels

Sub-Strand

1. Nouns

Content Standard & Indicators

B6.3.1.1.1 B6.3.1.1.2

Content Standard

Apply knowledge of different types of nouns in communication

Indicator 1 B6.3.1.1.1

Identify and use nouns or noun phrases to describe

Indicator 2 B6.3.1.1.2

Identify and use:

Performance Indicator

Identify and use nouns or noun phrases to describe people, places, and things in written and spoken communication.

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (7 mins) Preparing the brain	Phase 2: Main (15 mins) New learning + assessment	Resources	Phase 3: Plenary (5 mins) Reflection + exercise
Mon 27 Apr 2026	1Recall familiar nouns from everyday Ghanaian contexts and identify them in simple sentences 2Display pictures of common items: Makola Market, a trotro, banku, and a schoolbag. Ask learners to name each item chorally. Write their responses on the board and circle the noun words	UNDERSTANDING NOUNS AND NOUN PHRASES 1Write on the board: 'The tall coconut tree stands by the river.' Underline 'coconut tree' and 'tall coconut tree.' Explain: a noun is a word that names a person, place, or thing; a noun phrase is a noun with describing words. Ask learners to copy both examples into their exercise books and circle the describing words 2Distribute the textbook and direct learners to the section on noun phrases (page reference as per textbook). Work through the first three examples together: 'a busy market trader,' 'the old fishing village,' 'red ripe mangoes.' Have learners identify the noun and the describing words in each phrase using a Dictionary to check meaning if needed. Call on one representative from each table group to read aloud one example and underline the noun 3Struggling learners: work with the first two phrases only and use the Dictionary to find the meaning of one describing word per phrase.	1Textbook 2Dictionary 3Exercise book 4Whiteboard and markers	1Ask learners to turn to their partner and create one noun phrase about something from their school or community (e.g. 'the noisy school bell,' 'the busy chop bar lady'). Invite three pairs to share their phrases with the class and confirm whether they correctly identified the noun and the describing words 2Learners show thumbs up if they now know what a noun phrase is, thumbs sideways if they are unsure, and thumbs down if they need more help. Address any thumbs-down learners by repeating the definition once more with a simple example Exercise 1Write in your exercise book: Write one noun and one noun phrase about a place in Ghana you know (e.g. Accra, Cape Coast). Underline the noun in each
Tue 28 Apr 2026	1Recall the definition of a noun and identify nouns in simple sentences 2Write on the board: 'Ama bought yam, salt, and oil at Makola Market.' Ask learners to whisper to their partner which words are nouns. Call on one representative from each table group to share one noun they found	TYPES OF NOUNS: CONCRETE, ABSTRACT, AND COLLECTIVE 1Using the Textbook, read aloud the definitions: concrete nouns (things you can touch: chair, yam, trotro), abstract nouns (things you feel or think: love, happiness, courage), and collective nouns (groups: team, family, class). Write one example of each type on the board. Ask learners to copy the three definitions and one example into their Exercise book 2Distribute a short Reading material or write on the board a list of 10 words: pencil, friendship, flock, teacher, bravery, water, orchestra, fear, Kofi, community. Learners work in pairs using their Dictionary to check meanings if unsure, then classify each word into the three noun types in their Exercise book. Invite a confident learner to come to the board and write 2–3 correct answers; the class checks using thumbs up or thumbs down 3Weaker learners: provide a partially completed classification chart where they only fill in 5 familiar words (pencil, water, teacher, friendship, flock).	1Textbook 2Dictionary 3Reading materials 4Exercise book 5Chalkboard and chalk	1Display 3 sentences on the board. Ask learners to stand if they hear a concrete noun, sit if they hear an abstract noun, and clap if they hear a collective noun as you read each sentence aloud slowly 2Learners turn to their partner and create one sentence using a concrete noun, an abstract noun, and a collective noun together. Select pairs to share one sentence with the class; class votes on whether all three noun types are used correctly Exercise 1Write this sentence in your Exercise book: 'The team showed courage when they faced the storm at sea.' Underline every noun. Next to each noun, write whether it is concrete, abstract, collective, or proper. (Expected answers: team—collective; courage—abstract; storm—concrete; sea—concrete.)
Thu 30 Apr 2026	1Recall the six types of nouns and distinguish between singular and plural forms in context 2Display these six noun types on the board: Proper, Common, Count, Non-Count, Collective, Abstract. Ask learners to whisper to their partner one example of each type from their own lives (e.g. Kofi = proper, boy = common, orange = count, water = non-count)	PRACTISING SINGULAR AND PLURAL NOUNS USING TEXT 1Distribute the textbook and reading materials to pairs. Ask learners to turn to a page with at least 10 nouns visible and highlight all singular nouns in one colour and plural nouns in another. Each pair reads their sentence aloud and explains why they chose each noun as singular or plural 2Conduct a pair drill: Learner A says a noun from the market (e.g. yam, cassava, cloth, fish). Learner B gives its plural form and uses it in a sentence about Makola Market (e.g. yams, cassavas, cloths, fish = fish, or fishes). Pairs swap roles after five rounds. Call on one representative from each pair to share one sentence with the class 3Struggling learners: work only with regular plurals (add –s or –es). Fast finishers: identify and list five irregular plurals from the reading materials and create sentences with each.	1Textbook 2Reading materials 3Dictionary 4Exercise book 5Word cards (noun types) 6Slips of paper (Lucky Dip game)	1Play the Lucky Dip game: Write 12 nouns on slips (6 singular, 6 plural forms). Learners draw one slip and say aloud whether it is singular or plural, then create a short sentence using it. Repeat until all slips are drawn 2Learners complete a checklist in their exercise books: tick if they can now identify proper/common/count/non-count nouns, and tick if they can form and use singular/plural nouns. Ask three learners to share one noun type they now understand best Exercise 1Using the textbook or reading materials, identify three proper nouns, three count nouns, and three non-count nouns. Write each noun and then write a complete sentence using the plural form (where applicable). Example: Noun = orange (count noun, singular). Plural sentence = The oranges at the market cost GH₵5 each in their exercise books.

Class Teacher

Richard Gyan Asiedu

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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